This paper describes initial implementation of a new role in staff development--the Instructional Coach (IC). The IC acts as a resource at the school level to assist the principal and faculty to improve instructional practices. In a pilot project, one teacher from each of four schools within the Department of Defense Dependents Schools system (DoDDS), which serves eligible dependents of military and civilian personnel of the United States Government stationed abroad, was appointed to act as an IC for other teachers in the school, and to provide a range of services to improve instruction. The IC role is based on assumptions resulting from studies on collegial supervision including: (1) feedback is necessary for improvement; (2) teachers would like to have a supportive, non-evaluative person work with them in the classroom; (3) growth for instructional purposes may be more likely to happen via the IC with supportive skills rather than through the evaluative process; (4) reducing fragmentation is important in instruction; (5) classroom instruction should drive school improvement; (6) student achievement is the goal of the program; and (7) participation of the staff is voluntary. Selection criteria and specific duties for the IC are outlined. After selection, the ICs receive additional training in specific staff development programs as well as training in group leadership, group dynamics, meeting planning, information presentation, and peer coaching. The results from the pilot study were encouraging, with teachers, the ICs, and principals reporting that they were pleased with the program and found the position of IC useful. Two cautions were also mentioned: that training for ICs should be standardized and expanded, especially in facilitation and coaching roles; and that there are no data yet on the impact of the IC program on student achievement. (ND)